FDCM1010: 2: 19006445
Evidence suggests that half of all mental health problems usually emerge by the age
of fourteen and three quarters through to twenty-four years (Department of Health,
2011, cited in Howard, Burton and Levermore, 2019, p. 2). Psychological and mental
health problems often begin to present in early childhood, the signs and symptoms
can often be overlooked when they are seen singularly but usually a child will have
co-existing symptoms that may suggest something is wrong. The purpose of this
essay is to demonstrate how psychological and mental health problems emerge by
discussing different features, behaviours and symptoms that may be seen. These
signs and symptoms will be considered in relation to different ages, stages of
development and gender. Various contextual factors will be explored using
theoretical perspectives to demonstrate how a child’s environment, relationships and
experiences can all play a role in a child’s mental health and well-being. This will
illustrate the importance of assessing a child ‘systematically’ investigating all the
different contexts that may predispose or precipitate a mental health problem and the
protective factors that could promote well-being (Burton, Pavord and Williams, 2014,
p. 5).
Somatising features (Psychological distress that manifest as physical symptoms) are
common characteristics in children and young people with an emerging mental health
difficulty. A child may complain of recurring headaches, tummy ache, a frequent need
to use the toilet or loss of bowel/bladder control and sleep disturbances (Burton,
Pavord and Williams, 2014, p. 6). Miller (2020) suggests that children who have
difficulty expressing what they are feeling are even more likely to suffer physical
symptoms especially when they are anxious or overwhelmed.
Significant delays in social-emotional development can often be a warning sign that a
child or young person may be at risk of developing a mental health problem as poor
emotional wellbeing is a contributing factor in most mental health, or psychological
difficulties (Carter, Briggs-Gowan and Ornstein Davis, 2004, pp. 109-110). Early
signs that young children (3-10 years) may be at risk of poor mental health or
psychological issues include, Emotional instability- Unable to regulate emotions or
bring themselves back to a calmer state after an outburst of emotion. Extreme
tearfulness that appears unexplained, social difficulties by being unable to relate to
1|Page FDCM:2: 19006445
, peers through shyness, aggression or not understanding social cues. Poor sleep
quality, not being able to settle, frequent waking and early rises. Unjustified or
extreme displays of emotions including fear, anxiety, sadness or anger (Cooper,
Hooper and Thompson, 2005, pp. 73-75).
Evidence suggests that early indicators that children may have an Autism Spectrum
Disorder (ASD) include, Problems with verbal and non-verbal communication-
Language delay, echolalia speech, difficulty interpreting gestures, difficulty making
eye contact or use expressions effectively, spoken language can be monotone or
egocentric. Difficulty with social interaction -solitary play or uninterested in peers,
problems with interpreting social cues and being very literal, for example not
understanding jokes or being rigid with rules. Specific interests- obsessive over a
certain topic or object, needing to know every detail. Repetitive behaviours or
movements- lining up objects, only using a certain bowl, headbanging or hand
flapping (self-stimulation), becoming extremely anxious/upset over unexpected
change. Hypersensitive to smells, sound, light or textures- children can experience
overwhelming stimulus that often trigger meltdowns (Shatkin, 2015; Vohra, 2018).
Impulsive, distracted, fidgety, hyperactive, restless and disorganised are early
observations made of children who could have Attention Deficit Hyperactivity
Disorder (ADHD), these children often have difficulty in maintaining concentration
when there are other things happening around them (Kutscher and Attwood, 2014).
It is reported that neurodevelopmental disorders such as ADHD are more commonly
diagnosed in boys than girls (Jones and Claveirole, 2011). Although there are no
definitive answers as to why a higher number of boys are diagnosed, it is considered
that boy’s present with a higher degree of externalising behaviours such as,
aggression, defiance and hyperactivity that are more noticeable. Whereas girls are
thought to internalise their distress leading to more difficulties with anxiety,
withdrawal, somatisation and eating disorders (Shatkin, 2015).
Adolescence is a time of transition through biological, psychological, cognitive and
social change. It is suggested that certain behaviours are considered normal
development in young people going through ‘puberty’ including, pushing boundaries,
mood changes, increased aggression and experimenting with self-identity (Beckett
and Taylor, 2019, pp. 109-133). During adolescence children with emerging mental
2|Page FDCM:2: 19006445
Evidence suggests that half of all mental health problems usually emerge by the age
of fourteen and three quarters through to twenty-four years (Department of Health,
2011, cited in Howard, Burton and Levermore, 2019, p. 2). Psychological and mental
health problems often begin to present in early childhood, the signs and symptoms
can often be overlooked when they are seen singularly but usually a child will have
co-existing symptoms that may suggest something is wrong. The purpose of this
essay is to demonstrate how psychological and mental health problems emerge by
discussing different features, behaviours and symptoms that may be seen. These
signs and symptoms will be considered in relation to different ages, stages of
development and gender. Various contextual factors will be explored using
theoretical perspectives to demonstrate how a child’s environment, relationships and
experiences can all play a role in a child’s mental health and well-being. This will
illustrate the importance of assessing a child ‘systematically’ investigating all the
different contexts that may predispose or precipitate a mental health problem and the
protective factors that could promote well-being (Burton, Pavord and Williams, 2014,
p. 5).
Somatising features (Psychological distress that manifest as physical symptoms) are
common characteristics in children and young people with an emerging mental health
difficulty. A child may complain of recurring headaches, tummy ache, a frequent need
to use the toilet or loss of bowel/bladder control and sleep disturbances (Burton,
Pavord and Williams, 2014, p. 6). Miller (2020) suggests that children who have
difficulty expressing what they are feeling are even more likely to suffer physical
symptoms especially when they are anxious or overwhelmed.
Significant delays in social-emotional development can often be a warning sign that a
child or young person may be at risk of developing a mental health problem as poor
emotional wellbeing is a contributing factor in most mental health, or psychological
difficulties (Carter, Briggs-Gowan and Ornstein Davis, 2004, pp. 109-110). Early
signs that young children (3-10 years) may be at risk of poor mental health or
psychological issues include, Emotional instability- Unable to regulate emotions or
bring themselves back to a calmer state after an outburst of emotion. Extreme
tearfulness that appears unexplained, social difficulties by being unable to relate to
1|Page FDCM:2: 19006445
, peers through shyness, aggression or not understanding social cues. Poor sleep
quality, not being able to settle, frequent waking and early rises. Unjustified or
extreme displays of emotions including fear, anxiety, sadness or anger (Cooper,
Hooper and Thompson, 2005, pp. 73-75).
Evidence suggests that early indicators that children may have an Autism Spectrum
Disorder (ASD) include, Problems with verbal and non-verbal communication-
Language delay, echolalia speech, difficulty interpreting gestures, difficulty making
eye contact or use expressions effectively, spoken language can be monotone or
egocentric. Difficulty with social interaction -solitary play or uninterested in peers,
problems with interpreting social cues and being very literal, for example not
understanding jokes or being rigid with rules. Specific interests- obsessive over a
certain topic or object, needing to know every detail. Repetitive behaviours or
movements- lining up objects, only using a certain bowl, headbanging or hand
flapping (self-stimulation), becoming extremely anxious/upset over unexpected
change. Hypersensitive to smells, sound, light or textures- children can experience
overwhelming stimulus that often trigger meltdowns (Shatkin, 2015; Vohra, 2018).
Impulsive, distracted, fidgety, hyperactive, restless and disorganised are early
observations made of children who could have Attention Deficit Hyperactivity
Disorder (ADHD), these children often have difficulty in maintaining concentration
when there are other things happening around them (Kutscher and Attwood, 2014).
It is reported that neurodevelopmental disorders such as ADHD are more commonly
diagnosed in boys than girls (Jones and Claveirole, 2011). Although there are no
definitive answers as to why a higher number of boys are diagnosed, it is considered
that boy’s present with a higher degree of externalising behaviours such as,
aggression, defiance and hyperactivity that are more noticeable. Whereas girls are
thought to internalise their distress leading to more difficulties with anxiety,
withdrawal, somatisation and eating disorders (Shatkin, 2015).
Adolescence is a time of transition through biological, psychological, cognitive and
social change. It is suggested that certain behaviours are considered normal
development in young people going through ‘puberty’ including, pushing boundaries,
mood changes, increased aggression and experimenting with self-identity (Beckett
and Taylor, 2019, pp. 109-133). During adolescence children with emerging mental
2|Page FDCM:2: 19006445
